Springer High School is an emerging program developed from the foundation of more than fifty years of experience as Greater Cincinnati’s most trusted private school for students with learning disabilities, feedback from families, and years of study.
The design of Springer’s High School program has been built upon best practices, latest research and recommendations from some of the most respected schools specializing in learning differences, across the map. Accredited by the Independent Schools Association of the Central States, Springer’s expertise and renowned programming were put into practice at the ninth-grade level in 2023. In 2027, Springer will graduate its first senior class.
Our students need to focus on academics and not on understanding the expectations or worrying about what comes next. Springer faculty and staff implement common procedures for consistent instructional routines, providing a strong foundation of procedure in each and every classroom. Students engage in daily targeted intervention for their specific learning needs. Research-based curriculum builds skills the students need to be successful.
Students are scheduled into grade-level core academic courses taught by teachers specializing in learning differences. Learning Lab, Quest and SOAR classes are unique to Springer and provide direct instruction in a variety of areas. Each is designed to teach skills in organization, time management, task prioritization and self-evaluation. These skills help students build independence. Quest helps students understand their learning differences and builds skills to empower them to become self-advocates, one of the best ways to achieve lasting success.
Small class sizes make for an environment where every individual student is seen. Students have more opportunity to grow and feel safe taking risks. This fosters curiosity, increases confidence and builds potential. Students feel a sense of belonging as they grow into compassionate members of our community.
High School students have access to extended blocks for English and Math. This allows the opportunity for scaffolding and/or extensions in the areas of English and Math. Students who are behind in these areas could master the content with foundational instruction and reinforcement. Those students excelling have the opportunity for enrichment in the areas in which they thrive.We believe that curriculum must be designed in a way that:
Students engage in daily targeted interventions focusing on their specific learning needs. We will use research-based curriculums to target skills our students need to develop in order to be successful. Unique to Springer, 9th grade students will have access to other related services based on their individual needs including Occupational Therapy and Speech/Language Therapy.
Intervention and Executive Functioning
Students participate in a daily Intervention and Executive Function Bell. During this time, students are methodically taught to establish a routine, stay organized, meet deadlines, and communicate with teachers. These habits of executive functioning skills and independent work skills become habits of practice for our students. As students become more competent and independent with their executive functioning skills, they require less and less support.
Students participate in a daily learning strategies class. During this time, students learn specific learning strategies that can be used across curriculums and engage in exploring technology resources. We believe technology is a powerful tool in creating independence for our students.
The Springer Way
The entire Springer organization derives its greatest strengths from the traditions of service and caring which have evolved over many years of studying students who learn differently and the most effective ways to teach these students. We know that our students do best in environments with explicit structure and routine. Our students need to focus on academics and not on understanding the expectations or worrying about what comes next. Our staff are provided with expected instructional routines, a strong foundation for all instruction in each and every classroom.
As students progress and begin to successfully accomplish daily tasks, a method of gradual increase in independence is introduced and encouraged.
We are committed to keeping core content class sizes at 14 or less. In this setting students have more opportunities to learn and grow and feel safe taking risks. The outcome of such an approach fosters curiosity, increases confidence and builds potential on their path to a successful future.
Throughout a student’s time at a Springer High School, students and families meet regularly with a staff member to discuss plans. Our staff will develop options for students based on their individual needs and future goals. This includes exploring the next steps in their high school journey, assessing their career interests and planning for college.
With our small class sizes, holistic Student Growth will be an integral part of the day at Springer. Students will feel a sense of belonging, as they grow into compassionate members of our community.We believe that Student Growth: